Each of the players in my team is good. これの訳の答えが 私のチームの選手のそれぞれが上手です。 なんですが日本語が完成されておらず納得しかねます、もっと良い訳はないでしょうか？

aとanはどういうときに使いますか？ 名詞の前につけるときとつけないのときがあるので、どういうときにかなと思いまして。

ア〜エまでの翻訳して欲しいです！うまく訳せなくて、😅

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何が当てはまるか全然分かりません。 教えてくださいm(_ _)m

る単語を語群より選び、その単 文法 1. 次の英文の( )の中 正しい形に変えなさい 群 : come / know /large /ride /see / surf/ wait 1. Ihave never( )amovielikethis before 選 When 1 got home. my brother was ( ) theTnternet 3. Chinaiis one ofthe( )countries in the world 4 Asasmallchild.he lived on afarm and( )ahorseevery day. 5. Our schoolis( )forits baseball team. Tl. それぞれの2つの単語の関係が左側と右側で同じ| 入れなさい. なるように、( )の中に適切な sushi 1. math 。 : subjeet isoceer : ( ) 2. bicycles : ride cars ェー( ) 3. April month : spring ( ) 4. shoes feet gloves ( ) 5. birds : fly fish :ー( )

教えてください！！！

Moん | | [3] 火の文の 。。 に適する語を書き対語文を完成させなさい。 (2点x 6 =12点) | 4 。 、_ you doing when I called you? ⑪ 5 : ne Was 人 to music. children are there in the room? 了 There are Rve are five children in the room. 4: What did your mother tell you just now? 内 She told me clean my room. ⑰ [ 作: Will you have another cup of tea? PND | 4: Where does she live? Do you know? )位 No. Tdont know 6 [ 人4: That is the woman : Oh, she is Ms. Tanaka. (5 we met at the concert.

和訳お願いします

Icant believe that you have become the best player in your tearm. cant believe it (e ). Tm really happy noW. (上

答えが650gなのですが、15,4ではなく9,4が引かれるのは何故ですか？

3 交2 前2欠け = = 。 のる温度に関する(ごの問いに答えなきい。 (5京) ある笑験補で. 金属箱のコップにくみ底きの水を半分ほど入れ。 回 2 図11のように, 細かくくだいた水を入れた試験符でコップの水 揚度時 | をかき回しながら. 水温を下げていったところ, やゃがてコップの 0 | 表面がくもり始めた。 表2は, 9時11時, 13時, 15時の4回 くだいた氷 | = 2其を行ったときの実映宅の気温と。コップの表面がくもりー 寺 記のたときめの水温を記録したものである。 ただし, 実験室内の湿 ョコップ 故人どこも同じであるものとする。 表2 記 コッブの表面がくもったのは。 コップの中の水 9W [num Em 1 5 1 IO)脱8 21 記語をげることによって, コップのまわりの傘気 | NGO

Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... Read More

This article shows sharing ideas with other students is useful for learning. In one experiment。(①two groups of a few students tried to solve the same math problems jm different ways. Those math problems were very difficult. The students in both groups had about equal math skills. Im the first group, students were told to hSten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their opinions. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. The students im 他e second group talked a lot. But they Were not able to find the right answers by themselves, and finally he gave them some advice. 。 Later the two groups were given a test on the same kind of math problem. Can you guess fhe resultss | ② | Byworking hard together without asking for the teacher's help, the students remembered better how to solve the problem. 1 think puttng our heads together to solve problems is more important than juSt getting the answers in a short Hme-

Q、下線部①の二つのグループに与えられた指示について日本語でまとめなさい。 ・最初のグループへの指示︰＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿と ＿＿＿＿＿... Read More

This artcle shows sharing ideas with other students iS useful for learning. In ome experiment,(Dtwo groups of a few students tried to solve the same math problems 品 different ways. Those math problems were very difficult. The students both groups ha about equal math skills. Im the first group, students were told to ISten to the teacher carefully, and ask him questions about the ways to solve the problems. In the second group、 he only told them to exchange their oDinionSs. After a while, the students in the first group found the right answers. They asked him many questions easily and didnt have to talk among their group members. Ihe students the second group talked a lot. But they were not able to find the right answers by ト temselves, and finally he gave them some advice. Tater, the two groups were given a test on the same kind of math problem. Can You gueSS the results? ② | By working hard together without asking for the teacher's help, 季e students remembered better how to solve the problem. 1 think puttmg our heads together to solve problems iS more important than just getting the answers in a Short Hme.

1の問題、関係代名詞と気づかずとteachにしてしまいます。関係代名詞と気づくポイントとかありますか？

IT ie 図 次の各組の英文がほぼ同じ内容に なるように, ( )内に適する1 語を順に答えなさv 基 「havea brother teaching nglieh. ニニ Ipave a brother ( )( ) English. 2 Can you use this new computer? = Doyou( )(6 ) to use this new computer?